evaluating teachers’ attitudes toward stuttering using the persian version of the teacher’s attitudes towards stuttering inventory

Introduction: the attitude of teachers is effective in improving the quality of life and academic achievement of students with stuttering. the teachers’ attitudes toward stuttering (tats) inventory is a tool for evaluating teachers’ opinions and attitudes toward stuttering. the purpose of this study is to validate the persian version of the tats (tats-persian) and a preliminary study of the attitude of elementary teachers towards stuttering. materials and methods: in this cross-sectional study, which is of validation and instrumentation type, 32 teachers from elementary schools in tehran were recruited by the available sampling method. to examine the content validity of tats-persian, 12 teachers were surveyed, and for the test-retest reliability of it, 12 teachers re-completed the tats-persian after one week. the statistical methods included the cronbach alpha coefficient calculation and the spearman correlation test. results: the content validity, test-retest reliability, and internal consistency of tats-persian were 0.92, 0.93, 0.96, respectively. the mean±sd scores of teacher’s attitudes were 78.09 ±11.9. also, the teachers’ attitudes score had a significant positive correlation with the number of stuttering students experienced in their teaching history. conclusion: the persian version of the tats inventory is a valid and simple tool for evaluating teachers’ attitudes toward stuttering.